chapter nine: page 121
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Chapter Nine: Page 121
Chapter Nine: Page 122
Plants and animals closely resemble their parents.
Many characteristics of an organism are inherited from the parents of the
organism, but other characteristics result from an individual's interactions with
the environment. Inherited characteristics include the color of flowers and the
number of limbs of an animal. Other features, such as the ability to ride a bicycle,
are learned through interactions with the environment and cannot be passed on to
the next generation.
Chapter Nine: Page 123
Inherited
traits
“in-hair-a-ted”; a feature (like eye color, height, hair color…)
that you get from your parents
Offspring a parent’s baby
Species a group of similar and related organisms that may or may not
be living in the same area
Are all traits inherited from your parents?
No. some traits can be learned, like riding a bike or reading.
What are some learned traits?
Riding a bike, brushing your teeth, drawing a picture, etc.
Inherited traits come from how many different parents? Two; A mother and a father.
Chapter Nine: Page 124
Page 1: “What is the difference between a ‘species’ and a ‘population’?”
All organisms of the same species may or may not live in the same area. If they
do, they are known as a population.
Page 2:
2- inherited traits
3 – offspring
1 – species
Page 3: 1. B
2. A
3. C
4. B
5. A
6. B
Chapter Nine: Page 125
No two people are the same. Even identical twins have differences in the traits
they inherit from their parents.
Many traits we inherit from our parents can go overlooked if you do not know what
to look for.
Many of these traits have been documented throughout the general population.
Chapter Nine: Page 126
Where did I get that? Objective: Children will determine the similarities and differences between themselves and
their parents.
Materials: Inventory worksheet (see attached)
Procedure: Review the definitions of inherited traits, offspring and species with the child:
Inherited traits features (like eye color, height, hair color) that you get
from your parents
Offspring a parent’s baby
Species a group of similar and related organisms that may or may
not be living in the same area
Remind the child that the body features they have comes from both of their
parents. During this activity, the child will be exploring how similar/different
they are from their parents.
Give them a copy of the “inventory worksheet” and guide them through their
collection of information.
If possible, have the child compare himself/herself with other siblings, parents,
grandparents, friends, etc…
Have the child predict if they believe the majority of people in the world share
their traits. Explain to them the “frequency chart” below and see if their
predictions are correct or not.
Explanation: A frequency chart is typically used to identify a general number of people who
share a particular trait. The chart below identifies the percentages of the traits
from the “inventory worksheet” for the general population.
Chapter Nine: Page 127
Frequency chart Traits Frequency form 1 Frequency form 2
Gender Male - Approximately
50%
female - Approximately
50%
Earlobes
Unattached (free) -
more frequent
Attached - less
frequent
Thumb extension
Straight thumb -
75%
“hitchhikers thumb” -
25%
Tongue rolling
Can roll tongue -
65%
Cannot roll tongue -
35%
Cheek dimples
Dimples - more
frequents
No dimples - less
frequent
Handedness
Right handed - more
frequent
Left handed - less
frequent
Hair curl
Curly hair - more frequent Straight hair - less
frequent
Hair line
Widow’s peak - more
frequent
No widow’s peak - less
frequent
Chapter Nine: Page 128
Inventory worksheet Check the box that tells the traits you have...
Traits Me Mom Dad Brother Sister Grandma Grandpa
Male
Female
Straight thumb
“hitchhikers thumb” **
Can roll tongue
Cannot roll tongue
Dimples
No dimples
Right handed
Left handed
Curly hair
Straight hair
Widow’s peak
No widow’s peak
*** A “hitchhiker’s thumb” is one that can bend backwards towards your wrist. If
your thumb can only point straight up, you do not have a “hitchhiker’s thumb”.
Chapter Nine: Page 129
Inheritable traits in animals include the structural abilities from the parents.
Some of these traits are learned while others are inherited.
Through its development, a bird’s wing becomes an impressive mechanism for
flight.
The same physical laws that apply to a bird’s wing apply to airplane wing, hang-
gliders, parachutes and even the simplistic model constructed for this activity.
Chapter Nine: Page 130
ESP Activity: Up up and away Objective: The flight of a bird can be examined through the use of this paper wing.
Materials: 4” x 6” index card (or a piece of heavyweight paper)
tape
sharpened pencil, pen, nail (to be used to poke a hole)
two inch piece of drinking straw
~3 feet of fishing line
hair dryer
measuring tape
Procedure: Fold the index card in two, lengthwise, and leave an overlap of the sides of about
1/2 inch.
By pushing and taping the overlapping ends together, one side of the paper will
remain relatively flat while the other is more curved.
Use the pencil, pen or nail to punch one hole on the top and another on the bottom
of the airfoil. The holes should be directly in the middle.
Insert the drinking straw through the holes and thread the fishing line through
the straw.
Pull the fishing line tight and attach one end to the top of a table and the other to
the floor. The string must be hanging straight.
Lift the airfoil up one foot from the ground, position the hair dryer and equal
distance away and turn it on. The airfoil should remain in place.
Measure the distance the airfoil is lifted on the fishing line (this may require
some additional help.)
For experimentation, move the hair dryer a farther distance away from the airfoil
and measure its lift.
Chapter Nine: Page 131
Explanation: Although there are many different species of birds in the world, every generation
inherits its traits from its parents. The shape and function of a bird’s wings are
no exception. Some are built for flying, others for gliding, and some are not built
to fly at all.
Nevertheless, this activity looks at the shape of a bird’s wing, body and feathers
that allow most species to fly through the air. Airplane wings are very similar,
with a curved top and a flattened body underneath. With both wings having the
same general shape, this allows the body of the bird to achieve lift through the
air. The hair dryer simulates the wind currents in the atmosphere. Without these
currents, the bird (and the airfoil) will not have the necessary energy to lift itself
from the ground
Independent variable: Distance of the hairdryer from the airfoil
Dependent variable: Height of the airfoil
Hypothesis:
If the distance of the hairdryer from the airfoil is (increased/decreased), then
the height of the airfoil will (increase/decrease).
Chapter Ten: Page 132
Chapter Ten: Page 133
Plants and animals have life cycles that include being born, developing into adults,
reproducing, and eventually dying. The details of this life cycle are different for
different organisms.
In plants, the life cycle begins with a seed that germinates into a seedling. The
seedling eventually grows into an adult plant which can grow flowers in order to
produce fruits which contain new seeds. These seeds begin the life cycle once
again.
Chapter Ten: Page 134
Roots the parts of a plant under the ground that support the plant
and soak up its water and nutrients from the soil
Leaves this part of a plant use the nutrients from the roots and
sunlight to make food for the plant
Photosynthesis a way for plants to use sunlight, nutrients and water to make
their own food
Stems
parts of a plant that carry all of the water and nutrients
from the roots to the leaves; they also help the plant stay
upright
Flowers parts of the plant that make all of the seeds
Fruits the parts of the plant that hold the seeds
Life cycles a pattern for all organisms that include being born, growing
into adults, reproducing and dying
Germinate to begin plant growth
Seedling a young, small plant
Chapter Ten: Page 135
Which part of the plant is responsible for carrying water to
the leaves and flowers?
The stem
What is a young plant called?
A seedling
In order for a plant to go through photosynthesis and make
its own food, what things does it have to use?
Sunlight, water and nutrients
Chapter Ten: Page 136
Page 1: roots
leaves
photosynthesis
stems
flowers
fruits
life cycles
germinate
seedling
Page 2: 5 - roots
3 - leaves
8 - photosynthesis
9 - stems
6 - flowers
4 - fruits
1 - life cycles
2 – germinate
7 - seedling
Page 3: “Draw a picture of a plant. Label the following parts on your picture: Roots,
Leaves, Stem, Flower, Fruits”
Answers will vary
Chapter Ten: Page 137
All seeds need warmth and water in order to sprout into a seedling.
The environment of a plant determines how fast its seeds can germinate. Seasonal
variations and annual climate affect not only the growth rate of a seedling, but
also its size, shape and functions.
Several different growing conditions can be created to model the growth rate of
plants in different environmental settings.
Chapter Ten: Page 138
The “Tropical Swamp Radish of the Desert” Objective: Children will attempt to sprout radish seeds in four different environments.
Materials: paper towel
scissors
one baby food jar and lid (or other similar container)
plastic wrap
12 radish seeds
Procedure: Fold a paper towel in half three times in order to make a long strip.
Cut off two pieces long enough to touch the bottom of a baby food jar and drape
less than halfway down the side.
Fill the jar less than half full of water. The outside ends must stay above the
waterline so that the water in the jar will not siphon out. Cut a 1 inch square of
plastic wrap.
Stick the plastic wrap onto one of the moist towel ends. Make certain you keep
the plastic wrap even with the end of the paper towel. If it hangs lower than the
water level, it will siphon water out of the jar.
Rest the lid upside down on top of the jar.
Put three radish seeds in the following “environments”:
Under the plastic wrap (tropical area)
Under water (swamp)
On the lid (desert)
On the other moist towel end
Place your jar in a warm, sunny spot. Have the students predict which seeds will
sprout first, last or not at all.
Chapter Ten: Page 139
Explanation: Radish seeds need warmth, water and air in order to sprout into a seedling. The
seeds placed in the tropical area (under the plastic wrap) will have a wet, moist
area in which to grow. This is because the plastic wrap keeps the heat and
moisture trapped against the seeds. The seeds in this area have plenty of air in
which to survive.
The seeds under the water may sprout, but there is not a lot of air that the seeds
can use under the water. The seeds placed in the desert (on the lid) will not
sprout. There is no water reaching the seeds at all. The seeds placed on the other
moist towel end may not grow as well. If you touch this part of the paper towel,
you may feel that it is very cool. The radish seeds have plenty of water and air in
this area, but it is far too cool for them to sprout.
Chapter Ten: Page 140
During the process of photosynthesis, energy is utilized by a plant to convert
inert chemicals into a useable form of food.
The energy needed by plants to undergo photosynthesis comes from the sun or an
artificial light source.
Chapter Ten: Page 141
ESP Activity: Popcorn Photosynthesis Objective: A traditional snack will be used to study the process of photosynthesis.
Materials: popcorn
oil/butter (optional)
popcorn popper/pan
Procedure: Count ten kernels and place them into the popcorn popper.
Turn on popcorn popper and wait until first kernel pops.
Leave popcorn popper on for ten seconds after the first kernel pops, turn popper
off and record the number of popped kernels.
Remove all kernels from the popper and replace with 10 new kernels.
Repeat this procedure; however, increase the popping time to 20 second intervals
and 30 second intervals for experimentation.
Explanation: During the process of photosynthesis, energy is utilized by a plant to convert
inert chemicals into a useable form of food. This type of reaction is analogous to
the popping of corn. Naturally, the process of photosynthesis is much more
complicated, but the general synthesis of an inedible food source into a tasty
treat is apparent.
Independent Variable: Exposure to heat
Dependent Variable: Amount of popped kernels
Hypothesis:
If the exposure to heat is (increased/decreased), then the amount of popped
kernels will (increase/decrease).
Chapter Eleven: Page 142
Chapter Eleven: Page 143
Plants and animals have life cycles that include being born, developing into
adults, reproducing, and eventually dying. The details of this life cycle are
different for different organisms.
Reptiles, amphibians and fish all have unique life cycles, not only among
themselves, but also within their individual species. Most reptiles lay eggs that
contain young which look like smaller versions of the adults. Many amphibians
lay eggs too; however, their young do no always look like their parent until they
begin to grow. Frogs are a good example of this since tadpoles do not look like
adult frogs at all! Many fish are hatched from eggs as well. Like reptiles, these
small fish tend to look very much like their parents.
Chapter Eleven: Page 144
Reptiles
a cold-blooded animal with rough, Dry skin that is covered
in scales; turtles, snakes and alligators are reptiles
Amphibians “am-fib-ee-anz”; cold-blooded vertebrates with smooth wet
skin
Fish cold-blooded vertebrates that live inside the aquatic biome
Scales thin, flat and hard plates on the skin of a reptile
Cold-blooded an animal whose body stays about the same temperature as
their habitat
Vertebrates an animal which has a backbone
Tadpole a young frog
Gills special body parts on fish that allow them to breathe air
from the water
Chapter Eleven: Page 145
How is the skin different between a reptile and
amphibian? Reptiles have rough, dry skin that are covered in scales.
Amphibians typically have smooth, wet skin.
What must you have to be a vertebrate? Are you a
vertebrate?
An animal must have a backbone to be a vertebrate. All humans are
vertebrates.
Are the life cycles for all reptiles the same?
No. each species may have special characteristics in their life cycle. There may
be several species with the same life cycle, but you cannot say that all reptiles
have the same cycle.
Chapter Eleven: Page 146
Page 1: 1. scales
2. reptiles
3. tadpoles
4. fish
5. gills
6. cold-blooded
7. vertebrates
8. amphibians
Page 2: 5 - reptiles
8 - amphibians
1 - fish
3 - scales
7 - cold-blooded
2 - vertebrates
6 - tadpole
4 – gills
Page 3: “Compare and contrast the reptiles and amphibians:”
Both of these organisms are found in the animal kingdom, are vertebrates and
are cold-blooded.
Chapter Eleven: Page 147
Reptiles have dry scaly skin while amphibians have smooth, wet skin. Unlike
reptiles, Amphibians do not always look like their parents right after they are
born.
The environment where an organism lives and the daily changes in temperature,
has an effect on the movement of most organisms.
Cold-blooded organisms can be found sunning themselves during the warmth of
the day. When it becomes too warm, you can find them in or near water or
possibly in a shaded area.
Chapter Eleven: Page 148
Cool under pressure... Objective: Children will identify areas in their home where a cold-blooded organism may
live.
Materials: thermometer
temperature chart (see attached)
Procedure: Inform your child that he/she is going to pretend they are a cold-blooded
reptile. Being cold-blooded means that the temperature around them must stay
within a certain range or they may get hurt. This means they need to find one
or more locations in their home where they can live for most of the time. They
may also need to find places where they can warm up or cool down if their area
changes temperature.
The temperature range they must live within is between 75-85°F. If asked, do
not tell them how hot/cold this temperature really is. They will run an
experiment to find this out.
Have your child place the thermometer in different places around your home
(i.e. on a windowsill, in a closet, in the refrigerator. Record the temperature in
each of these locations after 5, 10 and 20 minutes.
Your child should find several places in your home that are below and above 75-
85°F. Ask them what area in their home would be the best for them to survive?
Then ask them what they would do if the temperature got too hot or too
cold...what would they do?
Explanation: This activity is very similar to cold-blooded animals who experience a change in
their habitat’s temperature. These animals tend to find places to cool off or
Chapter Eleven: Page 149
warm up when the air temperature changes. Snakes, for example, can be found
sunning themselves on cool mornings. Reptiles may find a shady area or burrow
into soft mud to cool themselves off if they get too hot.
Chapter Eleven: Page 150
Temperature Chart
5
minutes 10
minutes 20
minutes
Location #1
Location #2
Location #3
Location #4
Location #5
Location #6
Location #7
Location #8
Location #9
Location #10
Chapter Eleven: Page 151
Without ears, most reptiles, amphibians and fish must rely on other parts of the
body to sense sounds.
Most reptiles, amphibians and fish can detect sound waves when they come into
contact with their bodies.
Each sound wave has its own special characteristic that allows organisms to hear
different kinds of sounds.
Chapter Eleven: Page 152
Hearing without ears Objective: The child will demonstrate how some animals "hear" sound.
Materials: balloon and rubber band
soup or juice can with ends removed
1/4-inch square of smooth aluminum foil or a tiny mirror
glue stick or rubber cement
flashlight with narrow beam (laser pointers work great)
radio or tape player
Procedure: Cut off the neck of the balloon and stretch the balloon tightly over one end of the
can. Secure the balloon to the can with a rubber band.
Glue the foil or mirror slightly off center, being careful not to get glue on the
shiny side.
Hold the open end of the can next to the speaker of the sound speaker.
Turn on some music, and have your child point the flashlight at the mirror so that
the light reflects onto a wall.
As the music plays, ask the child to notice what happens to the reflected light?
To make the reflected light “dance”, you may need to increase the volume of the
music or alter the type of music.
Explanation: Snakes and several other kinds of amphibians do not have ears. These animals
"feel" sound by sensing the vibrations through their skin. Some fish can do this as
well! The instrument you create in this activity may take a little time to fine tune,
but once you get it to work your child will never forget that sound causes
vibrations.
Chapter Twelve: Page 152
Chapter Twelve: Page 153
Plants and animals have life cycles that include being born, developing into
adults, reproducing, and eventually dying. The details of this life cycle are
different for different organisms.
Warm-blooded organisms, like Birds and mammals, have unique life cycles. Most
birds lay eggs which hatch and grow into an adult bird. Most mammals do not
hatch from eggs as the animal grows inside the mother’s body and are born live.
The mother produces milk to feed the baby and usually protects and
trains the baby until it is an adult.
The life cycles of insects change from species to species; however most insects
go through a similar cycle beginning with an egg, developing into a larva which
goes through a large change as pupa before becoming an adult.
Chapter Twelve: Page 154
Birds warm-blooded vertebrate animals which are covered in
feathers
Insects small organisms with six-legs and an exoskeleton
Mammals warm-blooded vertebrates with fur or hair; a female mammal
makes milk to feed her young
Warm-
blooded
an organism whose body temperature stays the same, even if
its habitat is very cold
Larva the second stage of growth in an insect's life cycle; for a
moth, this would be the caterpillar
Pupa the third stage of growth in an insect's life cycle; for a moth,
this would be the cocoon
Endoskeleton having your skeleton inside your body
Exoskeleton having your skeleton outside your body
Cocoon the name for the pupa of a moth
Chapter Twelve: Page 155
How many legs do you find on an insect? Are spiders
insects?
True insects have six legs; spiders have eight legs so they are not considered
to be insects.
Where would you find the skeleton for an insect?
Insects have an exoskeleton, their skeletons are found on the outside of their
bodies.
Name one thing that can help a warm-blooded animal stay
warm (blankets and coats are not acceptable answers.)
Warm-blooded animals must eat to keep their body temperatures warm. If you
are a bird, your feathers will help to keep your warmth from escaping your
body.
Chapter Twelve: Page 156
Page 1: 1) Warm-blooded - an organism whose body temperature stays the same even
if its habitat is very cold
2) Pupa - the third stage of growth in an insect's life cycle
3) Larva - the second stage of growth in an insect's life cycle
4) Insects - small organisms with six-legs and an exoskeleton
5) Birds - warm-blooded vertebrate animals which are covered in feathers
6) Cocoon - the name for the pupa of a moth
7) Mammals - warm-blooded vertebrates with fur or hair
Page 2: 1 - birds
4 - insects
2 - mammals
7 - warm-blooded
3 – larva
5 - pupa
6 – cocoon
Chapter Twelve: Page 157
Label the numbers with the correct parts of the plant.
1. leaves
2. roots
3. fruit
4. stems
Match the words in the first column to the best available answer in the
second column.
2 - birds
4 - fish
1 - mammals
3 - reptiles
6 - insects
5 - amphibians
Be certain to go over your definitions for the test!
Chapter Twelve: Page 158
The life cycle of a butterfly contains four separate stages: egg, larva, pupa and
adult.
With careful observation, these stages of development can be witnessed
directly.
Chapter Twelve: Page 159
Metamorphosis Objective: The child will construct a model showing all four stages of a butterfly life
cycle.
Materials: Four strips of paper (2” x 8 ½”)
One strip of paper (2” x 11”) Glue or tape
Procedure: You will need to inform your child of the four stages of a butterfly’s life cycle:
Egg stage
Larva/caterpillar
Pupa/chrysalis
Adult/butterfly
Your child will need to make four “loops”
out of the small pieces of paper to act as
the “eggs”.
The eggs will then be glued or taped onto
the longer strip to form the “caterpillar”.
Chapter Twelve: Page 160
The ends of the caterpillar will be brought
together to model the “chrysalis” stage of
the butterfly’s development (this is known
as a cocoon if it were a moth.)
Finally, open up the ends of the chrysalis in
the opposite direction and you will find
that the four small loops will appear to be
the wings of a butterfly.
Explanation: In the egg stage, the early development of the caterpillar takes place. The
caterpillar is the primary eating and growth stage of the insect. This is also
known as the larva stage. The pupa or chrysalis is the resting or transformation
stage, and within it the marvelous transformation from caterpillar to adult
butterfly takes place. The adult butterfly emerges from the chrysalis.
Chapter Twelve: Page 161
The ends of a spider’s legs contain oil that keeps the spider from sticking to its
own web.
It is possible for a spider to get stuck in its own web; however, this does not
occur very often.
Chapter Twelve: Page 162
ESP Activity: Stuck in your home Objective: The movement of a spider on its web is examined with this experiment.
Materials: masking tape
marble
book, board or other object to be used as a ramp
cooking spray
measuring tape
Procedure: Create a ramp by which a marble will be rolled down its surface.
From the base of the ramp, place a two-three foot long piece of tape, sticky
side up. You will want to secure the ends of this tape with additional tape so
that it will not move when the marble comes in contact with it. The marble
will leave the surface of the ramp and immediately roll across the surface of
the tape, lengthwise. Think of the tape as an extension of the ramp.
Place the marble on the top of the ramp and release. Record the distance the
marble traveled on the tape until it stopped.
(This may take a few trials until the marble gets stuck. You may have to alter
the height of the ramp to achieve these results.)
Coat the marble with cooking spray, place it at the top of the ramp and release.
For experimentation, increase or decrease the height of the ramp.
Explanation: This experiment is analogous to the movement of a spider on its web. Although
spiders can, in fact, get caught in their own webs, it is not often observed. The
ends of a spider’s leg contain a specific oil that does not adhere to the
chemicals in its web. Therefore, the spider can walk freely around the web
Chapter Twelve: Page 163
without getting caught. By coating the marble with cooking spray (oil), the
marble should not have adhered to the tape as easily as it did when it was “oil
free.”
Independent Variable: Height of the ramp
Dependent Variable: Distance of the marble
Hypothesis:
If the height of the ramp is (increased/decreased), then the distance of the
marble will (increase/decrease).
Chapter Twelve: Page 164
Match the words in the second column to the best available answer in the third column. Place the correct number on the blank line.
_______ germinate
a pattern for all organisms that includes
being born then growing into adults,
reproducing and dying
_______ vertebrates a feature that you get from your parents
_______ life cycles warm-blooded vertebrates with fur or hair
_______ inherited
traits
a group of similar and related organisms that
may/may not be living in the same area
_______ photosynthesis an animal whose body temperature stays the
same as its habitat
_______ offspring an organism whose body temperature stays
the same even if its habitat is very cold
_______ warm-blooded the beginning stage of plant growth
_______ birds a way for plants to make their own food
_______ fish warm-blooded vertebrate animals which are
covered in feathers
_______ mammals an animal which has a backbone
_______ species cold-blooded vertebrates that live inside the
aquatic biome
_______ cold-blooded a parent’s baby
Chapter Twelve: Page 165
Which one is right? Circle the correct answer. 1. Which of these sentences are true:
a) a population is a species that lives in one place
b) a species is a population that lives in one place
c) populations and species both mean the same thing
2. Which of these lists include only inherited traits: a) curly hair and drawing a picture
b) hair, skin and eye color
c) rolling your tongue and riding a bike
3. What part of a plant remains in the ground? a) roots
b) stems
c) leaves
4. What part of a plant goes through photosynthesis? a) roots
b) stems
c) leaves
5. Reptiles and amphibians both... a) are cold-blooded
b) have wet, smooth skin
c) have the same life cycle
6. The largest group of animals in the world are: a) mammals
b) plants
c) insects
Chapter Twelve: Page 166
Label the correct stages in the life cycle of a butterfly. Put your answers under each picture below:
What is the correct order of these pictures? Place the letter from each picture in the empty spaces below:
1.___________ 2.__________ 3.___________ 4.__________
A B
_________________________ _________________________
C D
_________________________ _________________________
Chapter Twelve: Page 167
Matching: 7 germinate
10 vertebrates
1 life cycles
2 inherited traits
8 photosynthesis
12 offspring
6 warm-blooded
9 birds
11 fish
3 mammals
4 species
5 cold-blooded
Multiple choice: 1. a
2. b
3. a
4. c
5. a
6. c
Correct order of butterfly life cycle: 1. eggs (a)
2. caterpillar (c)
3. chrysalis (d)
4. butterfly (b)
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